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AbstractBackgroundYoung people with Down syndrome and their families often contend with social stigma. The present study examined this issue from their mothers' perspective.MethodsAn interpretative phenomenological approach (IPA) was used to explore mothers' perceptions of their child's developing awareness of their disability and associated social stigma. Interviews were carried out with nine mothers of young people with Down syndrome aged 9–16 years old.ResultsAll mothers were sensitive to the stigmatized status of Down syndrome and were at pains to protect their child from becoming aware of it. Some mothers had talked about Down syndrome with their child. Other mothers carefully monitored their child for signs that they were ready to talk about it. On the surface, all mothers believed that their child had a limited insight into Down syndrome and stigma but detailed discussion revealed more complex insights.ConclusionMothers expressed uncertainty and anxiety about when and how to talk to their child about Down syndrome.

AbstractAimThis study was undertaken to investigate how young people with and without mild intellectual disabilities experience and perceive their own behavioural autonomy.MethodFifty‐six young people with mild intellectual disabilities and 49 young people without disabilities aged 16–19 participated in a novel picture card sorting task to investigate their participation in a range of activities, and the obstacles preventing them from doing so.ResultsSchool pupils with intellectual disabilities engaged in significantly fewer activities than their typically developing peers and were more likely to state not to be allowed to. In contrast, the college students with and without disabilities were equally as likely to undertake each activity, and those with intellectual disabilities were more likely to express lack of interest in doing so.ConclusionsThe move from school to college may represent an opportunity for young people with intellectual disabilities to "catch‐up" with their typically developing peers.

Background  Distinct cognitive models and treatments have been developed for people without intellectual disability with a wide range of anxiety disorders. However, these have not been reported as applied to people with intellectual disabilities. In fact, much of the cognitive therapy literature for people with intellectual disabilities does not distinguish between different presentations of anxiety.Methods  We take the particular example of social phobia and describe the specific cognitive model and associated intervention developed for people without intellectual disabilities. We then consider research on the social context of people with intellectual disability and research on developmental factors predictive of anxiety and make suggestions for adaptation of treatment approaches.Conclusion  We suggest that such an approach would be useful to apply to other anxiety presentations and to identify areas for further clinical and research development.

AbstractBackgroundSocial inclusion has been explored using a wide range of theories and methods. Belonging and reciprocity have been identified as key components of social inclusion. This systematic methodological review identifies and evaluates the theoretical frameworks and qualitative approaches adopted to explore belonging and reciprocity in the lives of adults with intellectual disabilities.MethodA systematic search was conducted across ten databases. Screening and quality appraisal were carried out independently by two researchers, and data were extracted to provide detailed accounts of the theories and methods employed.ResultsSeventeen papers met inclusion criteria. Clear conceptualisations of belonging and reciprocity were lacking, and these concepts were rarely the focus of the research. Theoretical and methodological shortcomings across this literature were identified and discussed.ConclusionsMore nuanced conceptualisations of belonging and reciprocity may be helpful in future research, to better capture the context and meaning of individual lives and relationships.

AbstractBackgroundAs life expectancy for people with an intellectual disability increases, there is a growing cohort of older father carers. This study aimed to gain a more in‐depth understanding of older father carers' experiences of parenting.MethodsSemi‐structured interviews were conducted with 7 older fathers (M = 63.9 years) and analysed using constructivist grounded theory.ResultsThree conceptual categories were identified. "Wearing different hats: how fathers' sense of identity had altered over the years. "Family comes first": importance placed on the family unit. "Getting on in years": the challenges faced by ageing fathers parenting their son/daughter.ConclusionsFathers re‐evaluated their priorities and found a new identity in their parenting role, although they continued to see themselves as secondary carers. Fathers worried about the future as their health declined but drew strength from the benefits they had derived and the challenges that they had overcome to do their best for their son/daughter and their family.

AbstractBackgroundThere is a growing interest in adapting third‐wave therapies such as mindfulness for people who have intellectual disabilities. This study explored their ability to generate and use a compassionate image.MethodNineteen people with an intellectual disability and twenty people without were recruited from further education colleges. A compassion‐focused therapy technique was adapted to help participants generate their own compassionate image, and examine whether they could use their images in potentially distressing situations.ResultsWith appropriate support, participants with intellectual disabilities were just as able as those without disabilities to generate their own compassionate image. They were also able to generate self‐soothing statements.ConclusionsThe participants' success in generating compassionate images suggests this approach may have clinical utility with people who have intellectual disabilities. The next question is whether this client group can use this technique to deal with personally salient stressors.

AbstractAimVery little attention has been paid to the views and experiences of young people with mild intellectual disabilities on the broad topics of adulthood and adult identity. The following study was undertaken to explore how young adults with mild intellectual disabilities conceptualize, relate to, and experience the process of transition.MethodEight young adults with mild to borderline intellectual disabilities participated in semi‐structured interviews. Results were analysed using interpretive thematic analysis.ResultsTwo umbrella themes were identified: "On a developmental pathway" and "Negotiations in the environment".ConclusionsThe participants concerns were surprisingly similar to those commonly expressed by young adults without disabilities. Self‐perceived adult identity appeared to be affected by the participants' personal definitions of adulthood, as well as by social comparisons with both peers and adults. Finally, while concerns were expressed about their capacity to cope with responsibility, most felt optimistic about adopting full adult status in the future.

BackgroundCognitive impairments are often assumed to underlie individuals' difficulties with understanding health issues. However, it was predicted that socially excluded individuals would have greater difficulty gaining understanding of sensitive topics related to sexuality than other public health messages, such as alcohol use.MethodThe health knowledge of 31 typically developing young people, 29 young people with mild intellectual disabilities (ID) and 23 participants with physical disabilities but no cognitive impairments was compared.ResultsThe largest group differences were related to more private and personal health issues, such as pregnancy/contraception. Both groups of young people with disabilities had less knowledge of pregnancy/contraception than their non‐disabled peers. Thus, deficits in this sexual knowledge did not just appear to be the result of cognitive deficits.ConclusionsThe findings suggest social exclusion may contribute to young people with intellectual disabilities' poorer knowledge of pregnancy and contraception. The results have implications for interventions.

BackgroundThere is an established evidence base con‐cerning the use of anger management interventions with violent offenders who have intellectual disabilities. However, there has been limited research investigating the role of social cognitive factors underpinning problems of aggression. Psychosocial sources of agg‐ression in the non‐disabled population are generally discussed using Social Information Processing (SIP) models.MethodA systematic review of the available evidence was carried out to establish whether SIP offers a useful explanatory model for understanding the contribution of social cognitive factors to problems of aggression presented by people with intellectual disabilities.Results and conclusionsWhilst research relating to the SIP model remains sparse for this population, there was evidence for different patterns of processing between aggressive and non‐aggressive individuals. Group diff‐erences included interpretation of emotional cues, inter‐personal attributions and beliefs about the outcomes of aggressive behaviour. The future direction of SIP research with people who have intellectual disabilities is discussed, along with the possibility of using this framework to help build on current initiatives to develop individually tailored interventions to work at a cognitive level with those who are aggressive and offend.

"Preface" -- "References" -- "Contents" -- "1: Introduction" -- " Why Did We Write This Book?" -- " What Position Are We Coming from?" -- " How Did We Write This Book?" -- " What Is in This Book?" -- " What Next?" -- "References" -- "2: History and Theory" -- " CBT: An Evolving Therapy?" -- " The Evidence" -- " Deficits and Distortions" -- " Making Therapy Meaningful: Asking the Right Questions" -- " Therapy in Context" -- " A Theoretical Framework: The Social Self" -- " Therapeutic Sessions: An Interpersonal Process" -- " Conclusions" -- "References" -- "3: Current Context" -- " Service Responses to People with Intellectual Disabilities and Mental Health Problems" -- " Why Such High Prevalence of Mental Health Problems?" -- " Access to CBT for People with Intellectual Disabilities" -- " CBT Demand Characteristics" -- " How Can We Make CBT Accessible for People with Intellectual Disabilities?" -- " Recent Research Findings on Clients' Cognitive Capacity" -- " Other Factors: Meeting Halfway?" -- "References" -- "4: Assessment and Setting the Scene for Cognitive Behaviour Therapy" -- " Making a Start" -- " Before We Start: Where to Meet?" -- " Hearing the Client's Story and Creating a Safe Place" -- " Setting the Scene" -- " Finding the Right Pace" -- " Is CBT Suitable?" -- " Using Storyboards to Explore Social Cognition and Emotional Understanding" -- " Standardised Assessments" -- " Self-Monitoring and Diaries" -- " Common Stumbling Blocks" -- " Helpful Building Blocks: What You Can Do" -- " Problems Due to Cognitive Characteristics" -- " Increasing Compliance" -- " Choosing the Best Fit for Your Client" -- " Choosing Rating Scales: How Much and How Often" -- " Self-Perceptions" -- "References" -- "5: The First Stage of Therapy" -- " Before Moving Forward: Taking Stock About the Model to Be Used

AbstractBackgroundPast research suggests children with Down syndrome often lack awareness of their disability despite the visibility of their condition.MethodThis study used novel tasks to investigate their insight. Twenty‐eight young people with Down syndrome (aged 8–17 years) were recruited, along with control groups of 67 typically developing young people. Three tasks explored the children's awareness of Down syndrome: (a) choice of partner for social activities, (b) sorting photographs and (c) attributing positive or negative descriptors to photographs.ResultsAll participants expressed a preference to engage in social activities with typically developing peers. Most participants with Down syndrome identified with the typically developing person. Even though all participants attributed more positive descriptors to the photographs of the typically developing individuals, they remained positive about themselves.ConclusionThe early awareness of difference shown by young people with Down syndrome suggests this may play an important role in their developing identities.